| Autor: |
Nottis, Katharyn E. K., Vigeant, Margot A., Prince, Michael J., Golightly, Amy Frances, Gadoury, Carrine Megan |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2018, p1-13, 13p |
| Abstrakt: |
Fundamental concepts in chemical engineering such as rate versus the amount of heat transferred and thermal radiation, can be difficult for students to understand. While prior research has found that one way to facilitate conceptual understanding and alter misconceptions is with inquiry-based activities, there may be differing outcomes based on their method of implementation. This quasi-experimental study compared two implementation methods for inquiry-based activities to address misconceptions about thermal radiation and rate versus amount of heat transferred with undergraduate engineering majors. One group of participants used computer simulations while the other group primarily did physical experiments. Changes in conceptual understanding were assessed using the Heat and Energy Concept Inventory (HECI; [21], [22]) and two of its sub-tests: Rate versus Amount and Radiation. Both implementation groups sampled were predominantly composed of white males with self-reported GPAs of 3.0 and higher. Findings showed that participants who used physical experiments to learn the concepts had significantly higher mean post-test scores on the total HECI and their respective sub-tests than those who used computer simulations. This same pattern was seen with concept area and gender. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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